The end of the Old Regime
Level: 4º E.S.O.
Subject: Geography and History
1. INTRODUCTION
In the second half of the eighteenth century began a period of intense economic, social and political transformation. In this unit an introduction to Contemporary History will be made, for that reason the 18th century and the Old Regime are studied as key concepts to understand our current world. The main aspects that must be evaluated are the analysis of the Old Regime in the political plane (absolutism), in the social plane (estate society) and in the economic plane (physiocracy, mercantilism, liberalism). The causes of the crisis of the Old Regime are analyzed, due among other factors, to the Enlightenment, the scientific revolution and the geographical discoveries. In addition, the didactic unit makes study proposals analyzing texts, maps and schemes that facilitate the assimilation of previously defined concepts.
LEARNING OUTCOMES
- Explain the characteristics of the Old Regime in its political, social and economic sense
- Know the advances of the scientific revolution of the seventeenth and eighteenth centuries
- Know the scope of the Enlightenment as a new cultural and social movement in Europe and America
LESSON 1:
1. Presentation of the subject, textbook and reading book: About 20 minutes approx.
2. Initial evaluation through a personal and global diagnostic test of the group, provided by the center's department. About 35 minutes
LESSON 2:
Initial evaluation: About 10 minutes approx.
Questions will be launched with the objective of remembering this stage to carry out a meaningful learning.
- What do we understand by Old Regime? At what time in European history did it develop?
- What were the economic, social, agricultural, industrial and commercial characteristics of the Old Regime?
- Why do we know this time as that of Absolutism?
What were the characteristics of that political model?
- Why did enlightened thought put the socioeconomic and political model of the Old Regime in crisis?
We will also reflect under the guidance of the teacher on the social model of the seventeenth and eighteenth centuries characterized by absolutism, the estates society, the rural and stately economy, to indicate the democratic character of our social system. Or we can highlight the importance of Enlightenment, faith in progress and knowledge, and among many other prominent figures, mention Voltaire, Rousseau and Montesquieu. We seek with this that the student can argue a multitude of valid answers.
2. Exhibition of concepts: About 40 minutes approx.
The structures of the Old Regime
Concept of the Old Regime
Economy
Demography
3. Activities for home: last 5 minutes approx.
o Search for definition of concepts individually by students.
Masterly Economy, Guild System, Manufactures, Mercantilism, Class Society, Absolute Power, Parliament and Enlightenment.
LESSON 3:
1. Correction of the definitions of concepts. Around 10 minutes approx.
The teacher will randomly choose some students to read the definitions, and the one that comes closest to its definition will be adopted by all students.
2. Exhibition of concepts. About 30 minutes
- The State Company
- The privileged: Nobility and Clergy
- The non-privileged or the Third Estate
- Absolute monarchies
3. Discuss a historical text and activities for home. About 15 minutes
The student will learn to comment on a historical text. For this, the teacher will give you a model text already commented and a work scheme so that they apply the method and comment on the text.
The activities for home will consist of the commentary of a brief historical text. The analysis and interpretation will allow the student to approach directly the studied period, the language of the moment and the different forms of expression.
The model text will be Adalberon's on the estates society and the common good.
Text Comment 1
Today, March 4, the loaf of bread costs four reales. Through the streets people die of hunger without anyone being able to remedy it (...); the people look like skeletons, having reached the extreme of stewing publicly, in the Plaza del Pan, alverjones that are sold to the hungry poor (...). Neighbors who have a job and can not find work, go to the countryside to pick up vinegar, spinach, tagarninas and other rubbish, and eat them. The great need in places has made countless men, women and children come to Seville; but the city is so short of means that there is no way to earn a real; with which the neighbors can not sustain themselves, less can foreigners. Thus they fall starving in the streets ten or twelve every day.
Description of the famine of 1709
Memories of Aldana
LESSON 4:
1. Collection of the Text Comment. About 2 minutes approx.
The teacher will pick up the text that was proposed in the previous session, to correct it in a personal way.
2. Exhibition of concepts. About 40 minutes
- The eighteenth century: stays and changes
1. Enlightened despotism
1.1. The illustrated monarchs
1.2. The reforms
LESSON 5:
1. Exhibition of concepts: About 40 minutes approx.
1. Europe and the World
1.1. The slave trade
1.2. Europe in America
1.3. Europe in Asia
2. Activities. About 15 minutes
Issues
- What is enlightened despotism? How does it differ and how does it resemble the absolute monarchies of the previous century?
- What monarchs practiced enlightened despotism? With what objectives? What kind of reforms did the enlightened monarchs carry out?
- Did enlightened despotism contribute to political centralization? Why?
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Complete the table
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LESSON 6:
1. Correction of activities from the previous session. About 10 minutes
2. Content exhibition. About 25 minutes approx.
3. The Illustration
- What is the Enlightenment?
- Currents and Illustrated Institutions
3. Activities. Viewing the web page.
http://www.portalplanetasedna.com.ar/ilustracion.htm
LESSON 7:
1. Correction of activities of the previous day. About 15 minutes
2. Exhibition of concepts. About 30 minutes
- The political thought of the Enlightenment
- The economic thought of the Enlightenment
3. Activities. About 10 minutes
Reading a text about the Enlightenment, so that students understand the interest of enlightened thinkers to change the situation and improve life.
The importance of education
I will not stop to assure the Society that these lights and knowledge can only be derived from the study of the mathematical sciences, good physics, chemistry and mineralogy; faculties that have taught men many useful truths, that have expelled many pernicious worries from the world, and to whom agriculture, the arts and commerce of Europe owe the rapid progress they have made in this century. And in fact, how will it be possible without the study of mathematics, to advance the art of drawing, which is the only source where the arts can take on perfection and good taste? Nor how will the knowledge of an incredible number of instruments and machines be achieved, absolutely necessary to ensure the solidity, the beauty and the comfortable price of things? How, without chemistry, can the art of dyeing and printing porcelain and earthenware factories be advanced, nor the manufactured articles on various metals?
Jovellanos, Discourse on the need to cultivate in the Principality the study of the natural sciences, 1782
LESSON 8:
1. Historical debate. Universal Harmony
Reading texts and comments with questions. The aim is to reflect on the class society, the individual interest and the common good, so that the students understand these aspects of the Old Regime.
"The ecclesiastical order does not make up but one body. On the other hand, society is divided into three orders. Apart from the aforementioned, the law recognizes two other conditions: the noble and the servant, who are not governed by the same law.
The nobles are the warriors, the protectors of the churches. They defend all the people, the big ones as well as the small ones and at the same time protect themselves. The other class is that of the serfs. This race of wretches has nothing without suffering. Provisions and dresses are supplied to all by them, for free men can not stand without them. Thus, the city of God, which is held as one, is actually threefold. Some pray, others fight and others work. The three orders live together and would not suffer a separation. The services of each of these orders allow the work of the other two. And each one in turn lends support to the others. While this law has been in force, the world has been at peace. "
From the monk Adalberón
"Each individual in particular puts all their care in looking for the most opportune means of employing with greater advantage the capital that can be available. What is proposed of course is his own interest, not that of the society in common; but those same efforts towards his own advantage incline him to prefer, without his premeditation, the most useful employment to society as such. (...)
No one usually proposes primarily to promote the public interest, and perhaps does not even know how to promote it when you do not intend to promote. Cando prefers the domestic industry to the foreign one only meditates its own security; and when he directs the first so that his product is of the greatest value he can, he only thinks of his own gain; but in this and in many other cases he is led as by an invisible hand to promote an end that never had part in his intention. "
Adam Smith The Wealth of Nations. 1776
Questions
Do you think that the society described in the first document was in force in the 18th century in Europe?
How is the common good achieved according to Aldaberon? And according to Adam Smith?
Why does Adam Smith defend that when the human being pursues his own interest, he unwittingly promotes that of society in general?
What does the invisible hand of Smith, which leads to the individual, refer to? What regulates this invisible hand and in what way does it do it?
What principles of capitalism are established in Smith's document?
What principles of Smith's theory do you think are current in today's economy?
Do you consider that market freedom and economic individualism improve society, as this 18th century author affirmed? Why?
Does the invisible hand always act as a regulator of economic relations?
What do you think about the intervention of the State in the economy?
FINAL LESSON:
Besides, the teacher will give the students the link to a Symbaloo page to gather all the information and activities developed in the unit:
https://www.symbaloo.com/home/mix/13eOhH2fWZ
FICHA:
http://formprof.educarex.es/mod/forum/discuss.php?d=19228
https://drive.google.com/open?id=1FsjnIKz2xg1eU4Te8cyPjlz_SLRwpSzF
JAVIER CAMPOS GARRIDO
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